Institutional Project-Based Learning: Evidence from a Multi-actor e-Government Reform - Sustainable ICT, Education and Learning Access content directly
Conference Papers Year : 2019

Institutional Project-Based Learning: Evidence from a Multi-actor e-Government Reform

Endrit Kromidha
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Abstract

This study contributes by providing a conceptual framework around learning in public administration reforms. Large e-government projects through which reforms are introduced often involve multiple organisations, they are complex, require a careful consideration of power and have a long institutional impact on society. Project-based learning (PBL) and institutional theory from public administration studies form the theoretical framework this study builds upon. Findings suggest that learning in public administration reforms in the context of a developing country is characterised by strategic, constructive and reflective practices that follow each other in cycle along project implementation stages. The unit of analysis in this study is project organisations instead of students or employees where project-based learning has been traditionally applied, making the contributions of this study unique and relevant not only for project managers, but also for policy makers, local policy leaders and international organisations.
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hal-02515747 , version 1 (23-03-2020)

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Endrit Kromidha. Institutional Project-Based Learning: Evidence from a Multi-actor e-Government Reform. 1st International Conference on Sustainable ICT, Education, and Learning (SUZA), Apr 2019, Zanzibar, Tanzania. pp.107-116, ⟨10.1007/978-3-030-28764-1_13⟩. ⟨hal-02515747⟩
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